10283 - Philosophy of Language (1)

Course contents

### SYLLABUS AVAILABLE HERE ###

Meaning, context and communication. How to understand linguistic violence and discrimination: the case of hate speech.

The course aims to address two central questions in the philosophy of language:

1) What is meaning?

2) How do we communicate with language?

3) How can we analyse contemporary phenomena involving the oppressive and discriminatory use of language?

Through the analysis and discussion of the main theories of meaning and different approaches to pragmatics, tools will be provided to understand the different theoretical propositions that can explain what meaning and linguistic communication consist of.

In the light of this knowledge, hate speech will be addressed as a case study, i.e. those uses of language aimed at discriminating and offending such as sexist comments, racist insults, homophobic attacks.

Course structure

More specifically, the course will cover the following topics:

1) Theories of meaning [10 hours]

1.1) Traditional theories

1.2) Use theories

1.3) Psychological theories

1.4) Verificationist theories

1.5) Truth-conditional theories

2) Pragmatics [10 hours]

2.1) Speech acts

2.2) Context

2.3) Presuppositions

2.4) Implicatures

3) Case study: hate speech [10 hours].

Readings/Bibliography

Bianchi, Claudia (2021) Hate speech Il lato oscuro del linguaggio. Bari: Laterza.

Lycan, William (2002) Filosofia del linguaggio. Un’introduzione contemporanea. Milano: Raffaello-Cortina, 2002, chapters 5-13.

[optional but recommended reading] Sbisà, Marina (2007) Detto non detto Le forme della comunicazione implicita. Bari: Laterza.

Teaching methods

Active learning methodology

This teaching seeks to implement an active teaching method aimed at facilitating learning in a context of group activities.

To do this, three actions will be implemented

1. the use of peer instruction during lessons;
2. the use of the Wooclap application (http://wooclap.com);
3. the use of the Perusall social reading platform (http://perusall.com).

This course will have an optional blended format in which of in addition to face-to-face lectures there will be activities in asynchronous online on the Perusall platform (Perusall.com).

TEACHING METHODOLOGY

The methodology employed is that of peer instruction invented by Harvard experimental physicist Eric Mazur (https://en.wikipedia.org/wiki/Peer_instruction ). Peer instruction is a teaching method that exploits the potential of social interaction to guide learning. Synchronous face-to-face lectures will take place by means of a series of in-class comprehension questions -ConcepTests- to test understanding of specific points of the course material, students will answer these questions and work in small groups confronting each other when it comes to addressing the points that are most difficult for them. The lecturer will play both the role of knowledge transmitter when it comes to clarifying some misunderstandings in relation to the questions, and the role of facilitator when it comes to facilitating the discussion of the questions in groups. Each lesson will presuppose the reading of materials that will be read and discussed by the students beforehand online in the digital asynchronous social learning environment provided by the Perusall.com platform (specially designed by Mazur's Harvard group to support peer instruction).

During in-class hours, students will be able to answer questions posed by the lecturer using the free Wooclap application (http://wooclap.com/ ). Depending on the answers given, the teacher will or will not ask the students to discuss with each other for a few minutes and then check their understanding of the point again. The answers given in class will be stored anonymously in the system and will not be assessed for the final examination.

The conduct of an in-class lesson using peer instruction can be illustrated with the following steps:

1. Students read the assigned materials on the Perusall social reading software (https://perusall.com/) and leave questions and comments before coming to class.

• Students will have access to the online course materials via both Virtual and Perusall (https://perusall.com/ ).
• Attending students will be asked to read the assigned material on Perusall once a week and make comments and questions online (especially on points that are not clear to you).

2. The lecturer reviews the students' feedback on the texts read in advance on Perusall by interacting with them asynchronously.

• During face-to-face class time, students' misconceptions and difficulties that arose online through students' questions on Perusall are elicited, addressed and resolved.
• A lesson is divided into a series of comprehension questions -ConcepTest- possibly preceded by mini-lessons.
• A ConcepTest is a short conceptual question designed to give students an opportunity to test their learning (student observations on Perusall are the best material for creating ConcepTests).
• Wooclap (https://app.wooclap.com/) will be used to have the ConcepTests answered during the lesson.

3. The structure of a face-to-face lesson is as follows:

• A lesson topic can be presented with a mini-lesson (10-15 minutes) or you go directly to the question.
• A ConcepTest is presented.
• Students first answer the ConcepTest individually.
• If most students provide incorrect answers, students are asked to discuss their answers in small groups with their peers and instructors, and then answer again.
• The cycle is completed with an activity to clarify any incorrect answers through guided class discussion.

Assessment methods

The final grade in the examination will be based on the evaluation of a written essay (also called 'paper') and an oral examination in which the essay will be discussed.

The length of the essay is:

(1) for those who have enrolled in Perusall and done all the assignments (attending students) short essay;
(2) for those who have not enrolled in Perusall or have not done all the assignments long essay (non-attending students).

Short essay length (for those who have enrolled in Perusall and have done all 4 assignments): at least 1000 words and no more than 2000 words (all inclusive: first name, surname, course of study, title, bibliography).

Length of long essay (for those who have not enrolled in Perusall or have not done all 4 assignments): at least 1500 words and no more than 2500 words (all inclusive: first name, surname, freshman, course of study, title, bibliography).

Formatting: double line spacing, font size 12
Electronic format pdf, doc or odt.

Essay topic: The choice of topic must be within the course content.

The reference bibliography consists of the texts covered in the course together with any secondary literature to be found in the syllabus bibliography that will be provided on Virtuale.

Submission:The essay must be submitted online on Compilatio (the link will be given on Almaesami at the same time as the roll call).

ERASMUS STUDENTS: erasmus students can write the essay in English and can make use of an equivalent bibliography in English.

EVALUATION CRITERIA

I will use these criteria to determine the following assessment thresholds:

30 and praise excellent proof, both in knowledge and in the critical and expressive articulation.

30 excellent test, complete knowledge, well articulated and correctly expressed, with some critical ideas.

27-29 good test, comprehensive and satisfactory knowledge, substantially correct expression.

24-26 discrete test, knowledge present in the substantial points, but not exhaustive and not always correctly articulated.

21-23 sufficient proof, knowledge present in a sometimes superficial way, but the general thread is understood. Short and often inappropriate and incomplete expression and articulation.

18-21 superficial knowledge, the common thread is not understood with continuity. The expression and the articulation of the discourse also have significant gaps.

<18 insufficient evidence, absent or very incomplete knowledge, lack of orientation in the discipline, defective and inappropriate expression. Examination not passed.

Students with disabilities and Specific Learning Disorders (SLD)

Students with disabilities or Specific Learning Disorders are entitled to special adjustments according to their condition, subject to assessment by the University Service for Students with Disabilities and SLD. Please do not contact teachers or Department staff, but make an appointment with the Service. The Service will then determine what adjustments are specifically appropriate, and get in touch with the teacher. For more information, please visit the page: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Teaching tools

Virtuale, Wooclap, Perusall

Office hours

See the website of Sebastiano Moruzzi